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The second edition of Adapted Aquatics Programming: A Professional Guide is packed with new material, including up-to-date information on relevant legislation, guidelines on architectural accessibility, instructional strategies, equipment, safety management, and competitive and recreational aquatics activities.

This comprehensive resource is a significant addition to the aquatics literature, providing a practical learning tool for the field. The authors infuse each chapter with specific techniques as well as rationales for adapted aquatics programming. They also provide readers with

best practices in adapted aquatics programming,

a description of the scope of traditional adapted programs with enrichment ideas,

Adapted Aquatics Programming, Second Edition, contains a wealth of references, practical tips, and safety precautions. It includes a number of new features, including photographs and diagrams, life-experience scenarios that provide a reference point for the chapter ahead, and an objectives list for each chapter. It also offers ideas for using equipment and includes information about competitive and recreational aquatics activities.

In part I, the authors explore foundational issues of adapted aquatics, including models of collaboration, inclusion, planning, program development, facilities, equipment, and supplies. In part II they lay out instructional strategies and detail how to build safe and effective programs. They also look at the specific needs of program participants and issues related to aquatic fitness and rehabilitation. In part III they provide information on enhancing a program conducting competitive and recreational activities.

Founded on action-based research and current thinking, laws, and practices, Adapted Aquatics Programming, Second Edition, offers a practical approach to adapted aquatics, providing much-needed information on adapting the environment, equipment, instructional strategies, skill techniques, and teaching methods for people with disabilities. This text fills the need for a source of current best practices in adapted aquatics programming.

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Contents

Part I. Foundations of Adapted Aquatics

Chapter 1. Introduction to Adapted Aquatics

Evolution of Adapted Aquatics

Legislation for Individuals With Disabilities

Benefits of Aquatics Participation

Applications of Aquatics Participation

Summary

Chapter 1 Review

Chapter 2. Models of Collaboration in Adapted Aquatics

Models for Adapted Aquatics

Medical-Therapeutic Model

Educational Model

Recreation Model

Transdisciplinary Model

Summary

Chapter 2 Review

Chapter 3. Inclusion and the Least-Restrictive Environment

Placement, Inclusion, and the LRE

Continuum of Placements

Prerequisites to Successful Inclusion

Developing and Maintaining Successful Inclusion Groups

Using Activities to Facilitate Inclusion

Summary

Chapter 3 Review

Chapter 4. Individualized Instructional Planning

Planning for Assessment

Developing the IEP or IAPP

Implementing the IEP or IAPP

Summary

Chapter 4 Review

Chapter 5. Program and Organization Development

Organizational Foundations

Communications and Promotion

Financial Development

Facilities Acquisition

Risk Management

Program Development and Evaluation

Human Resource Management

Summary

Chapter 5 Review

Chapter 6. Facilities, Equipment, and Supplies

Facilities

Equipment and Supplies

Summary

Chapter 6 Review

Part II. Facilitating Instruction

Chapter 7. Prerequisites to Safe, Successful, and Rewarding Programs

Essential Communication Skills

Transferring Techniques

Participant Care and Safety

Hydrodynamics

Positioning and Supporting Participants

Summary

Chapter 7 Review

Chapter 8. Instructional Strategies

The Learning Process

Teaching, Facilitating, and Guiding Participants

Addressing Problem Behaviors

Summary

Chapter 8 Review

Chapter 9. Specific Needs of Adapted Aquatics Participants

Definitions of Common Disabilities in Adapted Aquatics

Commonly Seen Attributes of Learners in Adapted Aquatics

Atlantoaxial Instability

Attention Deficit

Auditory Perception Disorder

Autonomic Dysreflexia or Hyperreflexia

Balance Disorder

Brittle Bones

Cardiovascular Disorder

Circulatory Disorder

Contractures and Limitations to Range of Motion

Hearing Loss: Deafness and Hard of Hearing

Hearing Loss: Deafblindness

Head Control Difficulty

High Muscle Tone

Hyperactivity

Interaction Difficulty

Joint Dysfunction

Kinesthetic System Disorder

Memory and Understanding Difficulty

Multisensory Loss

Oral Motor Dysfunction

Paralysis, Paresis, and Atrophy

Posture Disorder

Primitive Reflex Retention

Proprioceptive Disorder

Range of Motion Dysfunction

Receptive or Expressive Language Disorder

Respiratory Disorder

Seizure Disorder

Tactile System Disorder

Temperature Regulation Disorder

Vestibular System Disorder

Visual Impairment

Visual Perception Disorder

Summary

Chapter 9 Review

Chapter 10. Aquatic Fitness and Rehabilitation

Health-Related Physical Fitness and Aquatic Exercise

Physical Conditions and Tips for Aquatic Rehabilitation

Summary

Chapter 10 Review

Part III. Program Enhancement

Chapter 11. Adapted Aquatics Program Selection

Program Environments

Program Purpose

Types of Participation

Nationally Sponsored Adapted Aquatics Programs

Summary

Chapter 11 Review

Chapter 12. Competitive and Recreational Activities

Effect of Legislation on Aquatics Participation

Competitive Swimming for Individuals With Disabilities

Equitable Competition and Classification

Coaching Swimmers With Disabilities

Recreational Aquatic Activities

Summary

Chapter 12 Review

Audiences

Text for adapted aquatics instructor courses. A reference for instructors of adapted aquatics professionals who teach or coach in inclusionary aquatics programs and others who teach swimming or manage aquatics programs.

Monica Lepore, EdD, is a professor at West Chester University of Pennsylvania in West Chester. A master teacher of adapted aquatics, Dr. Lepore has been an American Red Cross water safety instructor for more than 25 years. She has a degree in leadership in adapted physical education and was a recipient of the International Swimming Hall of Fame Adapted Aquatics Award in 2001. In 2006 she was named AAHPERD/AAPAR Adapted Physical Education Professional of the Year, and she has been on the Top 100 Aquatics Professionals list twice. She acted as chair for AAHPERD/AAPAR adapted aquatics from 2000 to 2005 and received a Meritorious Award from the Aquatic Council of AAHPERD/AAPAR in 2005. In her leisure time, Dr. Lepore enjoys swimming, biking, and hiking.

G. William Gayle, PhD, CAPE, is a professor and coordinator of adapted physical education at Wright State University in Dayton, Ohio. A master teacher of adapted aquatics, Dr. Gayle has been an American Red Cross water safety instructor for over 20 years. He holds degrees from Virginia Tech and University of Wisconsin at LaCrosse and a doctorate in adapted physical education and psychology of mental retardation and developmental disabilities from Ohio State University. In 1988 he was inducted into the Ohio Wheelchair Sports Hall of Fame. He served on the AAHPERD/AAPAR adapted aquatics committee from 2000 to 2005. In 2006 he was inducted into the National Wheelchair Basketball Association Intercollegiate Division Hall of Fame and selected as Teacher of the Year in the College of Education and Human Services at Wright State University. He has provided adapted aquatics programs for university students and surrounding school districts for several decades. In his leisure time, he enjoys golfing, swimming, and traveling internationally.

Shawn F. Stevens, EdD, is executive director of Edgemoor Community Center in Wilmington, Delaware. Dr. Stevens has been an American Red Cross instructor trainer for water safety, lifeguarding, first aid, CPR, and AED for 25 years, and he was an adapted aquatics instructor trainer for 18 years. Overall, he has provided leadership in conducting aquatics programs for 30 years, and he assisted with the development of the ADA Accommodation Resource Guide for the American Red Cross. In his spare time, he serves as a volunteer instructor trainer and leadership volunteer for the American Red Cross, and he also enjoys golfing and swimming.